Aim:

• Collaboratively developing task-specific clarifications and exemplars helps students to understand their progress and brings transparency to the assessment process.

Objectives:

• To identify the relationship between what is asked of students in the task and how that will be achieved.
• To recognize the holistic nature of a valid approach to arriving at a judgement.
• To distinguish between tasks by age appropriateness.
• To discuss the modification of tasks for age appropriateness.

Resources:

SAFE FIREWORKS DISPLAY

INTERIM OBJECTIVES

Interim Objectives.pdf

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Standard C4 - Assessment #1a, 1b, 1c, 1d

• 1(a). The school uses the prescribed assessment criteria for each subject group in year 5 of the programme.
• 1(b). The school implements a coherent framework of assessment criteria aligned with the school's interim objectives.
• 1(c). Teachers standardize their understanding and application of criteria before deciding on achievement levels.
• 1(d). The school provides students with task-specific clarifications for assessment.

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ACTIVITY: CLARIFY AND MAKE TASK SPECIFIC

• Create an age-appropriate, task-specific clarification to evaluate the summative assessment task "SAFE FIREWORKS DISPLAY" (see above) following these steps:

STEP 1

• Identify the most appropriate objective strands for the task. (Remember to use the interim objective strands (see above) for age appropriateness.)

STEP 2

• Using the four MYP Mathematics criteria Word documents below, insert the (interim) objective strand(s) into the highest descriptor box.

The four MYP Mathematics criteria documents below are in Word format and already have allocated spaces for you to include your 'Task Specific Indicators'.

MYP Mathematics Rubric Criterion A.doc

MYP Mathematics Rubric Criterion B.doc

MYP Mathematics Rubric Criterion C.doc

MYP Mathematics Rubric Criterion D.doc

STEP 3

• Use the bolded words in the Year 5 descriptors to clarify your own descriptors, moving from highest to lowest level.

STEP 4

• Replace the words that refer to the summative task at hand. (Example: "wide range" could be replaced by "at least 4" or "4 to 7")

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ADDITIONAL RESOURCES

Please click here to view Mr. Davis' Wiki which clearly describes how Criterion D is assessed.

Student Handout - How to answer Criteria C and D assessments

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MYP: From principles into practice

The value of the time invested in the process of rubric design is that those produced:

• are an integral part of the learning process
• support learning by guiding instruction
• can be used with example materials to deepen understanding
• bring transparency to the processes of assessment for teachers, students and parents
• provide clear and measurable evidence of learning
• can be used again in subsequent years
• can be modified themselves as the units change over time
• contribute to teacher reflections on the MYP unit of work
• can be useful in curriculum review or monitoring when used collectively, as they can help to identify the specific content actually taught during a learning period.

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